Australian Early Development Census Community Profile 2018

Wyndham, VIC

© 2019 Commonwealth of Australia Since 2002, the Australian Government has worked in partnership with eminent child health research institutes, the Centre for Community Child Health, Royal Children’s Hospital, Melbourne, and the Telethon Kids Institute, Perth to deliver the Australian Early Development Census program to communities. The Australian Government continues to work with its partners, and with state and territory governments to implement the AEDC nationwide.

Contents

About the Australian Early Development Census ...... 2 Note on presentation conventions: the hyphen (-) is used throughout the tables in this Community Profile where Australian Early Development Census How to use this AEDC data...... 4 data was not collected or not reported for any given year. All percentages presented in this Community Profile have been rounded to one decimal About this community ...... 5 place. Figures may not add up to 100% due to rounding.

Information about children in this community ...... 6 Note on links: the symbol is used in this document to highlight links to the Australian Early Development Census website: www.aedc.gov.au. AEDC domain results ...... 9 These links will connect you with further information and resources.

AEDC results for local communities ...... 20 20 Note on children with special needs status: domain indicator information about children with special needs is not included in the Australian Early

Appendix 1: Critical difference estimates Development Census results because of the already identified substantial 1614 developmental needs of this group. - Appendix 2: Additional resources

Note on accessibility: an accessible text version of the Australian Early ISSN:2206

Development Census Community Profile is available for download from

the data explorer on the Australian Early Development Census website. If - 002 you use assistive technology and need further assistance, please email -

[email protected]. Please tell us what format you need. It will also 1903 -

help if you let us know what assistive technology you use. AEDC

Note on per cent calculation: unless otherwise specified the per cent is based on the valid n value.

AEDC publication rules have been applied and for more information visit the AEDC website ( https://www.aedc.gov.au/data-users/data-user- responsibilities/publishing-requirements ).

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Figure 1 – AEDC domain descriptions. About the Australian Early

Development Census Physical health and wellbeing

In 2009, Australia became the first country in the world to collect national data on the developmental health and wellbeing of all children starting school. The success Children’s physical readiness for the school day, physical of the 2009 data collection laid the foundation for the Australian Government’s independence and gross and fine motor skills. commitment to ongoing Australian Early Development Census (AEDC) data collections every three years, with the most recent in 2018. Social competence

The AEDC measures the development of children in Australia in their first year of full-time school. AEDC data is collected using an adapted version of the Early Children’s overall social competence, responsibility and Development Instrument, which was developed in Canada. respect, approach to learning and readiness to explore new things.

The Australian version of the Early Development Instrument consists of approximately 100 questions across five key domains, which are closely linked to Emotional maturity child health, education and social outcomes. Figure 1 provides a description of each of the AEDC domains. Children’s pro-social and helping behaviours and absence of anxious and fearful behaviour, aggressive behaviour and hyperactivity and inattention.

Language and cognitive skills (school-based)

Children’s basic literacy, advanced literacy, basic numeracy, and interest in literacy, numeracy and memory.

Communication skills and general knowledge

Children’s communication skills and general knowledge based on broad developmental competencies and skills measured in the school context.

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For each of the five AEDC domains, children receive a score between zero and ten, where zero is most developmentally vulnerable.

In 2009, when the AEDC was first completed nationally, a series of cut-off scores was established for each of the five domains:

• Children falling below the 10th percentile were categorised as ‘developmentally vulnerable’

• Children falling between the 10th and 25th percentile were categorised as ‘developmentally at risk’

• All other children were categorised as ‘developmentally on track’.

The cut-off scores set in 2009 provide a reference point against which later AEDC results can be compared. These have remained the same for all data collections. For example, nationally in the 2018 AEDC, only 6.6 per cent of children were considered developmentally vulnerable on the language and cognitive skills (school-based) domain, using the cut-off scores established in 2009.

For further information about the domains and domain characteristics (developmentally on track, at risk and vulnerable) please refer to the fact sheet About the AEDC domains ( www.aedc.gov.au/abtdom ). Links to additional AEDC resources can be found at Appendix 2.

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How to use this AEDC data The AEDC provides important information for communities, governments and When exploring this community’s AEDC results you may wish to consider how schools to support their planning and service provision. The early environments well connected the network of community stakeholders are and who provides and experiences children are exposed to shape their development. The AEDC services to children and families. Ask: is considered to be a measure of how well children and families are supported • are families well informed about what is available in the community? from conception through to school age. • does the community have well established referral pathways for Research shows that investing time, effort and resources in children’s early years, connecting families to services and supports? when their brains are developing rapidly, benefits children and the whole community. Early developmental gains support children through their school • does the community have well-connected services that work years and beyond. collaboratively to deliver programs across systems and sectors? The AEDC helps communities understand how children are developing before Also consider how stakeholders can connect strategically with the community they start their first year of full-time school, what is being done well and what can and families to: be improved. Communities can use the AEDC to help identify services, resources • be informed about what is happening for children in the community and support to meet the needs of their community. • discuss what could be done to better support children’s development in the The AEDC data is a powerful tool for initiating conversations and partnerships early years across education, health and community services. By providing a common • collaborate in the development and implementation of a community plan ground from which key stakeholders can work together, the AEDC can enable that strategically provides a vision and direction for early years’ service communities to form partnerships to plan and implement activities, programs provision within the community. and services to help shape the future and wellbeing of children in Australia. Connecting with key stakeholders, particularly early childhood education and care Refer to the AEDC User Guides ( www.aedc.gov.au/resources/user-guides ) for services, can give communities the opportunity to reach families in ways that are ideas and strategies on how to respond to AEDC data and connecting with this not resource intensive. community. When reviewing the information in this profile consider: • what are the strengths and vulnerabilities of children in the community? • how does this community compare to other similar communities, the state or territory or the Australian average? • what factors may be contributing to the percentage and number of children who are developmentally vulnerable in the community? • what other demographic and community data would be useful to add context to the AEDC data?

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About this community AEDC communities are a geographic area, usually equivalent to a Local AEDC local communities Government Area, made up of AEDC local communities. Local communities are a small area locality, usually representing a suburb or The AEDC local communities that make up the Wyndham community are: town. Laverton, Williams Landing, Hoppers Crossing, Truganina, Werribee, Tarneit, Wyndham Vale, Point Cook, Werribee South/Cocoroc. This AEDC Community Profile presents AEDC results for children living in this community regardless of where they attend school. Across the 2009, 2012, 2015 and 2018 AEDC data collections some local communities may not have always been included in a Community Profile due to Location there being insufficient AEDC data available for reporting purposes in any particular year. Wyndham is in the Melbourne region of VIC. For the purposes of the AEDC, data for the following local communities, which are For more information on community boundaries refer to the AEDC fact sheet part of Wyndham have either never, or only sometimes, been reported in a Understanding AEDC community boundaries ( www.aedc.gov.au/ucb ). Community Profile:

Local communities reported in some but not all years: Werribee South/Cocoroc

Local communities not reported in any years to date: Nil

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Information about children in this community

The following tables show trends for this community, including important information on demographics, early education experiences, special needs and transition to school.

Background information

Table 4.1 – Demographic information about this community.

Demographics 2012 2015 2018 Total number of children measured 2,777 3,704 4,694 Number of schools contributing to the results 82 100 115 Number of teachers contributing to the results 213 275 328 Mean age of children at completion 5 years 8 months 5 years 8 months 5 years 8 months

Table 4.2 – Further demographic information about this community.

Demographics 2012 2015 2018 n % n % n % Sex - Male 1,418 51.1 1,893 51.1 2,418 51.5 Sex - Female 1,359 48.9 1,811 48.9 2,276 48.5 Aboriginal and Torres Strait Islander children 38 1.4 46 1.2 57 1.2 Children born in another country 382 13.8 460 12.6 762 16.3 Children with English as a second language 577 20.8 956 25.8 1,539 32.8 Children with a language background other than English 724 26.3 1,249 33.8 2,144 46.0 (LBOTE1) and who ARE proficient in English Children with a language background other than English (LBOTE) 122 4.4 207 5.6 260 5.6 and who ARE NOT proficient in English Children with a primary caregiver who reported they - 2,549 78.1 3,621 81.1 completed some form of post-school qualification2

1 For the AEDC, children are considered LBOTE if they speak a language other than English at home or if they have English as a second language status. More information on AEDC terms and definitions is available in the fact sheet Definition of AEDC terms ( www.aedc.gov.au/defterm ).

2 This data was not collected for the 2009 and 2012 AEDC Page 6 AEDC Community Profile 2018 Wyndham

Non-parental early childhood education

Table 4.3 – Non-parental early childhood education and/or care.3

Types of non-parental early childhood education and/or care 2012 2015 2018 n (valid) n (yes) % n (valid) n (yes) % n (valid) n (yes) % Playgroup 892 305 34.2 765 291 38.0 1,170 355 30.3 Day care 1,475 442 30.0 1,406 459 32.6 1,671 702 42.0 Preschool or kindergarten 2,345 2,211 94.3 3,295 3,120 94.7 4,005 3,743 93.5 Family day care 1,239 45 3.6 1,341 69 5.1 1,511 119 7.9 Grandparent 1,170 159 13.6 1,340 268 20.0 1,521 291 19.1 Other relative 1,138 64 5.6 1,288 93 7.2 1,455 141 9.7 Nanny 1,239 10 0.8 1,493 17 1.1 1,628 24 1.5 Other 1,154 38 3.3 1,309 52 4.0 1,448 56 3.9

Special needs

Table 4.4 – Support.4

Types of support required or identified 2012 2015 2018 n Children with special needs status 146 5.3 208 5.6 297 Children identified by teachers as requiring further assessment (e.g. medical and physical, behaviour management, emotional and 259 9.6 387 10.9 571 12.7 cognitive development)

3 Although teachers are well placed to report on the development of children, the extent to which teachers know about children’s early education and care experiences varies. Nevertheless, early education and care data is collected in the AEDC to support communities, governments and researchers better reflect on and respond to the experiences of children and families. In cases where teachers don’t know they indicate this, and these cases are excluded from Table 4.3. When reviewing data, consider how many children in the community this represents and how reliably this might reflect the experience of children in the community as a whole. Playgroup attendance refers to any time prior to entering full-time school, whereas all the other types of care arrangements listed above refer to the year before entering full-time school.

4 For the AEDC, this means children identified already as requiring special assistance in the classroom with high needs due to chronic medical, physical, or intellectually disabling conditions. Teachers were asked to base their response on medical diagnosis. More information on AEDC terms and definitions is available in the fact sheet Definition of AEDC terms ( www.aedc.gov.au/defterm ).

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Transition to school

Table 4.5 – Teachers’ response to the question: Would you say that this child is making good progress in adapting to the structure and learning environment of the school.

Child is making good progress in adapting to the structure and 2012 2015 2018 learning environment of the school n % n % n % True 2,650 95.9 3,560 96.3 4,536 96.8 Not true 82 3.0 102 2.8 133 2.8 Don’t know 31 1.1 33 0.9 16 0.3

Table 4.6 – Teachers’ response to the question: Would you say that this child has parent(s)/caregiver(s) who are actively engaged with the school in supporting their child’s learning.

Child has parent(s)/caregiver(s) who are actively engaged with 2012 2015 2018 the school in supporting their child’s learning n % n % n % True 2,541 92.0 3,446 93.3 4,371 93.3 Not true 174 6.3 197 5.3 279 6.0 Don’t know 48 1.7 52 1.4 35 0.7

Table 4.7 – Teachers’ response to the question: Would you say that this child is regularly read to/encouraged in his/her reading at home.

Child is regularly read to/encouraged in his/her reading at 2012 2015 2018 home n % n % n % True 2,507 90.7 3,350 90.7 4,243 90.6 Not true 181 6.6 233 6.3 342 7.3 Don’t know 75 2.7 112 3.0 100 2.1

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AEDC domain results This section presents an overview of this community’s AEDC results across all How to compare your results collections including the percentage of children who are: Most communities will see some change in the percentage of children who are • developmentally on track, at risk, or vulnerable, by domain developmentally on track, at risk or vulnerable in 2018 compared to previous • vulnerable on one or more domain(s) collections. In some cases, this difference will be small and in others, it will be more • vulnerable on two or more domains. substantial.

Results for this community for each of the AEDC domains are then presented in To assist communities to make informed decisions, a method described as the more detail and compared to the state or territory and national results for the three ‘critical difference’ has been developed which calculates whether the change most recent collections. in percentage of children considered developmentally on track, at risk or vulnerable over time is large enough to be considered significant. How to interpret the domain results The critical difference is the minimum percentage point change required between Developmentally on track children are considered to be developing well. As collections for the results to represent a ‘significant change’ in children’s such, it is desirable to see the percentage of children who are ‘on track’ development. Table 5.1 indicates whether the change in each developmental increase with each new wave of the AEDC collection. domain category represents a significant change.

Developmentally at risk children should be considered alongside changes in the percentage of children developmentally on track and developmentally Appendix 1 provides detailed information on the critical difference required by vulnerable. Ideally more children will be on track as communities work to ensure all domain and community size to represent a significant change for children who are children are supported in their development. For example, in a community where developmentally on track, at risk or vulnerable. children and families face many complex challenges, a reduction in those who are developmentally vulnerable could coincide with an increase in those at risk which would signal an overall improvement. As such, any changes in the ‘at risk’ group cannot be interpreted without also looking at the percentage of children who are vulnerable and on track.

Developmentally vulnerable children are facing some significant challenges in their development. As such, it is desirable to see the percentage of children who are ‘vulnerable’ decrease with each new wave of the AEDC collection.

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Trends in child development in this community

Figures 5.1 to 5.5 show broad trends for each domain from 2009 to 2018. Results are also presented in tabular format in Table 5.1.

Figure 5.1 – Trends in the physical health and Figure 5.2 – Trends in the social competence domain Figure 5.3 – Trends in the emotional maturity domain wellbeing domain for this community. for this community. for this community.

Figure 5.4 – Trends in the language and cognitive skills Figure 5.5 – Trends in the communication skills and (school-based) domain for this community. general knowledge domain for this community.

On track

At risk

Vulnerable

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Table 5.1 – AEDC domain results over time for this community.

2009 2012 2015 2018 Significant change 2009 2012 2015 2018 Significant change

n % n % n % n % 2009 vs 2018 2015 vs 2018

On track 1,581 77.0 2,010 77.2 2,656 76.1 3,494 79.7 Significant increase Significant increase Significant increase Physical health and At risk 286 13.9 328 12.6 483 13.8 496 11.3 Significant decrease Significant decrease Significant decrease wellbeing

Vulnerable 187 9.1 266 10.2 350 10.0 393 9.0 No significant change Significant decrease Significant decrease

On track 1,520 74.0 1,876 72.0 2,480 71.1 3,304 75.3 Significant increase Significant increase

Social At risk 294 14.3 391 15.0 574 16.5 622 14.2 No significant change Significant decrease competence Vulnerable 240 11.7 338 13.0 434 12.4 463 10.5 Significant decrease Significant decrease

1,561 76.3 1,926 74.4 2,562 73.7 3,341 76.5 No significant change Significant increase On track

Emotional maturity At risk 304 14.9 413 16.0 601 17.3 669 15.3 No significant change Significant decrease Vulnerable 182 8.9 250 9.7 315 9.1 359 8.2 No significant change Significant decrease

On track 1,628 79.5 2,112 80.9 2,783 79.8 3,586 81.7 Significant increase Significant increase Language and cognitive At risk 245 12.0 273 10.5 435 12.5 466 10.6 No significant change Significant decrease skills (school-based) Vulnerable 174 8.5 226 8.7 269 7.7 335 7.6 No significant change No significant change

On track 1,516 73.8 1,907 73.3 2,526 72.4 3,229 73.6 No significant change Significant increase Communication skills At risk 323 15.7 425 16.3 568 16.3 722 16.5 No significant change No significant change and general knowledge Vulnerable 215 10.5 271 10.4 395 11.3 437 10.0 No significant change Significant decrease

Significant change has been colour coded: green text represents a positive change, red text represents a negative change. At risk has not been colour coded as any changes should be interpreted in context with changes in the percentage of children who are vulnerable and on track.

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Table 5.2 and Figure 5.6 present trends in the summary indicators (the percentage of children who are developmentally vulnerable on one or more domain(s) and developmentally vulnerable on two or more domains) from 2009 to 2018.

Table 5.2 – Number and percentage of children for this community who are vulnerable on one or more developmental domain(s) or two or more developmental domains.

2009 2012 2015 2018 Significant change n % n % n % n % 2009 vs 2018 2015 vs 2018

Vulnerable on one or more domain(s) 490 23.9 659 25.4 918 26.4 1,016 23.2 No significant change Significant decrease Vulnerable on two or more domains 272 13.3 351 13.5 462 13.3 512 11.7 Significant decrease Significant decrease

Figure 5.6 – Community trends of vulnerability over time.

Vulnerable on one or more domain(s)

Vulnerable on two or more domains

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This domain measures children’s physical Physical health readiness for the school day, physical and wellbeing independence, and gross and fine motor skills

Developmentally Developmentally Developmentally on track at risk vulnerable 0% 20% 40% 60% 80% 100% n % n % n % 2018 3,494 79.7 496 11.3 393 9.0 This Physical health 2015 2,656 76.1 483 13.8 350 10.0 and wellbeing Community 2012 2,010 77.2 328 12.6 266 10.2

2018 58,221 81.0 7,767 10.8 5,904 8.2 VIC 2015 54,934 80.9 7,602 11.2 5,335 7.9 2012 51,985 81.1 7,111 11.1 4,965 7.8

2018 229,542 78.1 36,105 12.3 28,247 9.6 National 2015 221,855 77.3 37,347 13.0 27,711 9.7 2012 211,806 77.3 36,637 13.4 25,479 9.3

Table 5.3 — Physical health and wellbeing domain category definitions.

Developmentally on track Almost never have problems that interfere with their ability to physically cope with the school day. These children are generally independent, have excellent motor skills, and have energy levels that can get them through the school day.

Developmentally at risk Experience some challenges that interfere with their ability to physically cope with the school day. This may include being dressed inappropriately, frequently late, hungry or tired. Children may also show poor coordination skills, have poor fine and gross motor skills, or show poor to average levels of energy during the school day.

Developmentally vulnerable Experience a number of challenges that interfere with their ability to physically cope with the school day. This may include being dressed inappropriately, frequently late, hungry or tired. Children are usually clumsy and may have fading energy levels.

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Physical health and wellbeing sub-domains

The physical health and wellbeing domain is the only AEDC domain that is reported with sub-domain analysis. Patterns of vulnerability vary across the physical health and wellbeing domain: for example, children might be coming to school hungry but still have developmentally appropriate fine and gross motor skills. As such, sub-domains are reported for the physical health and wellbeing domain below, enabling communities to make better sense of these results.

Table 5.4 – Children developmentally vulnerable on the physical health and wellbeing sub-domains.

Sub-domain Description 2012 2015 2018 n % n % n % Physical readiness for school day Children developmentally vulnerable on this sub- domain have at least sometimes experienced coming unprepared for school by being dressed 364 14.0 436 12.5 550 12.6 inappropriately, coming to school late, hungry or tired.

Physical independence Children developmentally vulnerable on this sub- domain range from those who have not developed independence or handedness or coordination, to those 190 7.3 278 8.0 333 7.6 who have not developed any of these skills.

Gross and fine motor skills Children developmentally vulnerable on this sub-domain could have poor fine and gross motor skills and/or poor overall energy levels during the school day. 188 7.2 243 7.0 272 6.2

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This domain measures children’s overall social Social competence, responsibility and respect, approach to competence learning and readiness to explore new things

Developmentally Developmentally Developmentally on track at risk vulnerable

0% 20% 40% 60% 80% 100% n % n % n %

2018 3,304 75.3 622 14.2 463 10.5 Social This competence 2015 2,480 71.1 574 16.5 434 12.4 Community 2012 1,876 72.0 391 15.0 338 13.0

2018 55,597 77.3 9,974 13.9 6,331 8.8 VIC 2015 52,378 77.2 9,548 14.1 5,934 8.7 2012 50,226 78.6 8,519 13.3 5,151 8.1

2018 222,771 75.8 42,434 14.4 28,673 9.8 National 2015 215,605 75.2 42,892 15.0 28,351 9.9 2012 209,149 76.5 39,018 14.3 25,367 9.3

Table 5.5 — Social competence domain category definitions.

Developmentally on track Almost never have problems getting along, working, or playing with other children; are respectful to adults, are self-confident, and are able to follow class routines; and are capable of helping others.

Developmentally at risk Experience some challenges in the following areas: getting along with other children and teachers, playing with a variety of children in a cooperative manner, showing respect for others and for property, following instructions and class routines, taking responsibility for their actions, working independently, and exhibiting self-control and self-confidence.

Developmentally vulnerable Experience a number of challenges with poor overall social skills. For example children who do not get along with other children on a regular basis, do not accept responsibility for their own actions and have difficulties following rules and class routines. Children may be disrespectful of adults, children, and others’ property, have low self-confidence and self-control, do not adjust well to change; and are usually unable to work independently.

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This domain measures children’s pro-social and helping Emotional behaviours and absence of anxious and fearful behaviour, maturity aggressive behaviour and hyperactivity and inattention

Developmentally Developmentally Developmentally on track at risk vulnerable

0% 20% 40% 60% 80% 100% n % n % n %

Emotional 2018 3,341 76.5 669 15.3 359 8.2 maturity This 2015 2,562 73.7 601 17.3 315 9.1 Community 2012 1,926 74.4 413 16.0 250 9.7

2018 55,651 77.7 10,167 14.2 5,791 8.1 VIC 2015 52,392 77.5 9,817 14.5 5,408 8.0 2012 50,605 79.3 8,604 13.5 4,566 7.2

2018 225,739 77.1 42,390 14.5 24,677 8.4 National 2015 218,341 76.4 43,594 15.3 23,866 8.4 2012 213,059 78.1 38,778 14.2 20,845 7.6

Table 5.6 — Emotional maturity domain category definitions.

Developmentally on track Almost never show aggressive, anxious, or impulsive behaviour. Children will have good concentration and will often help other children.

Developmentally at risk Experience some challenges in the following areas: helping other children who are hurt, sick or upset, inviting other children to join in activities, being kind to other children, and waiting their turn in activities. Children will sometimes experience problems with anxious behaviours, aggressive behaviour, temper tantrums, or problems with inattention or hyperactivity.

Developmentally vulnerable Experience a number of challenges related to emotional regulation. For example, problems managing aggressive behaviour, being prone to disobedience and/or are easily distracted, inattentive, and impulsive. Children will usually not help others and are sometimes upset when left by their caregiver.

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This domain measures children’s basic literacy, Language and cognitive advanced literacy, basic numeracy, and skills (school-based) interest in literacy, numeracy and memory

Developmentally Developmentally Developmentally on track at risk vulnerable 0% 20% 40% 60% 80% 100% n % n % n %

Language and 2018 3,586 81.7 466 10.6 335 7.6 cognitive skills This 2015 2,783 79.8 435 12.5 269 7.7 (school-based) Community 2012 2,112 80.9 273 10.5 226 8.7

2018 60,779 84.6 6,461 9.0 4,608 6.4 VIC 2015 57,474 84.7 6,062 8.9 4,292 6.3

2012 53,929 84.0 6,351 9.9 3,915 6.1

2018 247,870 84.4 26,291 9.0 19,417 6.6 National 2015 242,518 84.6 25,597 8.9 18,533 6.5 2012 226,260 82.6 29,072 10.6 18,564 6.8

Table 5.7 — Language and cognitive skills (school-based) domain category definitions.

Developmentally on track Children will be interested in books, reading and writing, and basic math; capable of reading and writing simple sentences and complex words. Will be able to count and recognise numbers and shapes.

Developmentally at risk Have mastered some but not all of the following literacy and numeracy skills: being able to identify some letters and attach sounds to some letters, show awareness of rhyming words, know writing directions, being able to write their own name, count to 20, recognise shapes and numbers, compare numbers, sort and classify, and understand simple time concepts. Children may have difficultly remembering things, and show a lack of interest in books, reading, maths and numbers, and may not have mastered more advanced literacy skills such as reading and writing simple words or sentences.

Developmentally vulnerable Experience a number of challenges in reading/writing and with numbers; unable to read and write simple words, will be uninterested in trying, and often unable to attach sounds to letters. Children will have difficulty remembering things, counting to 20, and recognising and comparing numbers; and usually not interested in numbers.

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This domain measures children’s communication skills Communication skills and general knowledge based on broad developmental and general knowledge competencies and skills measured in the school context

Developmentally Developmentally Developmentally on track at risk vulnerable 0% 20% 40% 60% 80% 100% n % n % n %

Communication 2018 3,229 73.6 722 16.5 437 10.0 skills and general This 2015 2,526 72.4 568 16.3 395 11.3 knowledge Community 2012 1,907 73.3 425 16.3 271 10.4

2018 57,098 79.4 9,483 13.2 5,312 7.4 VIC 2015 53,474 78.8 9,259 13.6 5,131 7.6 2012 49,557 77.4 9,371 14.6 5,110 8.0

2018 227,163 77.3 42,473 14.5 24,232 8.2 2015 National 219,023 76.3 43,415 15.1 24,475 8.5 2012 204,702 74.7 44,633 16.3 24,520 9.0

Table 5.8 — Communication skills and general knowledge domain category definitions.

Developmentally on track Children will have excellent communication skills, can tell a story and communicate easily with both children and adults, and have no problems with articulation.

Developmentally at risk Have mastered some but not all of the following communication skills: listening, understanding and speaking effectively in English, being able to articulate clearly, being able to tell a story and to take part in imaginative play. Children may not know some basic general knowledge about the world such as knowing that leaves fall in autumn, apple is fruit, and dogs bark.

Developmentally vulnerable Children will have poor communication skills and articulation; have limited command of English (or the language of instruction), have difficulties talking to others, understanding, and being understood; and have poor general knowledge.

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Developmentally Summary indicators of developmental vulnerability on ‘one or more’ and on ‘two vulnerable on or more’ domains ≥1 and ≥2 domain(s)

0% 20% 40% 60% 80% 100% n % Developmentally 2018 1,016 23.2 vulnerable on one This 2015 918 26.4 or more domain(s) Community 2012 659 25.4

2018 14,232 19.9 Vuln VIC 2015 13,465 19.9 2012 12,407 19.5 1

2018 63,448 21.7 National 2015 62,960 22.0 2012 59,933 22.0

0% 20% 40% 60% 80% 100% n %

Developmentally 2018 512 11.7 vulnerable on two This 2015 462 13.3 or more domains Community 2012 351 13.5

2018 7,231 10.1 6,707 9.9 Vuln VIC 2015 2012 6,053 9.5

2 2018 32,434 11.0 National 2015 31,754 11.1 2012 29,543 10.8

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AEDC results for local communities

This section presents national, state/territory, community and local community The following tables show the number and percentage of children results for each of the five AEDC domains, as well as the two summary developmentally on track, at risk and vulnerable for this community. The indicators (vulnerable on one or more domain(s) and vulnerable on two or more tables also provide data for each of the local communities included as domains) for the last three collections. part of the aggregate total. They also show community, state/territory and national data to provide context for: AEDC geographic boundaries have been defined for the whole country to ensure that the data is reported in the most useful way that aligns with • each of the 2012, 2015 and 2018 AEDC data collections commonly understood geographies, such as suburbs. These boundaries • the AEDC domains: enable AEDC results to be reported at the four different geographic levels. - physical health and wellbeing AEDC local communities represent the smallest geographic areas. In most - social competence cases, AEDC local community boundaries are equivalent to suburbs. - emotional maturity - language and cognitive skills (school-based) To enable accurate comparisons with the Census of Population and Housing, - communication skills and general knowledge. and other socio-demographic data from the Australian Bureau of Statistics (ABS), 2018 AEDC boundaries align with the Statistical Area 1 (SA1) • the two summary indicators: geography released by the ABS in 2016. - developmentally vulnerable on one or more domain(s) - developmentally vulnerable on two or more domains. This has resulted in minor changes in boundaries, relative to boundaries used for reporting of community results for previous collections, which were based The history of boundary change means that some local communities may on 2011 ABS geographies. not have data for all years in this section. For more information, refer to the AEDC factsheet Understanding community boundaries In some cases, local communities from previous collections may have been ( www.aedc.gov.au/ucb ). combined to have sufficient numbers of children for reporting purposes in 2018. In other cases, local communities from previous collections may have been split Appendix 1 presents the critical difference estimates for communities of to report 2018 data in a more useful way. different sizes, which can be used to understand whether change over time is considered significant. In all cases, 2018 boundaries have been applied to data from previous collections.

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Physical health and wellbeing domain results

This domain measures children’s physical readiness for the school day, physical independence, and gross and fine motor skills.

Table 6.1 – Communities in context: Physical health and wellbeing domain results at the national, state/territory, community and local community levels.

Region (including local communities) Developmentally on track Developmentally at risk Developmentally vulnerable 2012 2015 2018 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % n % n % n % Australia 211,806 77.3 221,855 77.3 229,542 78.1 36,637 13.4 37,347 13.0 36,105 12.3 25,479 9.3 27,711 9.7 28,247 9.6

VIC 51,985 81.1 54,934 80.9 58,221 81.0 7,111 11.1 7,602 11.2 7,767 10.8 4,965 7.8 5,335 7.9 5,904 8.2

Wyndham 2,010 77.2 2,656 76.1 3,494 79.7 328 12.6 483 13.8 496 11.3 266 10.2 350 10.0 393 9.0

Hoppers Crossing 366 78.9 338 69.5 416 78.8 55 11.9 81 16.7 71 13.4 43 9.3 67 13.8 41 7.8 Laverton 24 51.1 36 63.2 24 46.2 11 23.4 9 15.8 5 9.6 12 25.5 12 21.1 23 44.2 Point Cook 471 80.5 738 80.0 1,020 85.1 69 11.8 100 10.8 90 7.5 45 7.7 84 9.1 89 7.4 Tarneit 352 73.0 475 69.4 685 78.8 67 13.9 122 17.8 105 12.1 63 13.1 87 12.7 79 9.1 Truganina 121 75.2 263 75.1 472 81.0 25 15.5 57 16.3 62 10.6 15 9.3 30 8.6 49 8.4 Werribee 341 76.1 356 76.7 385 75.3 56 12.5 70 15.1 81 15.9 51 11.4 38 8.2 45 8.8 Werribee South-Cocoroc 17 81.0 16 84.2 14 56.0 2 9.5 1 5.3 7 28.0 2 9.5 2 10.5 4 16.0 Williams Landing 50 83.3 76 83.5 117 83.0 7 11.7 7 7.7 8 5.7 3 5.0 8 8.8 16 11.3 Wyndham Vale 268 79.8 358 86.1 361 76.0 36 10.7 36 8.7 67 14.1 32 9.5 22 5.3 47 9.9

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Social competence domain results

This domain measures children’s overall social competence, responsibility and respect, approaches to learning, and readiness to explore new things.

Table 6.2 – Communities in context: Social competence domain results at the national, state/territory, community and local community levels.

Region (including local communities) Developmentally on track Developmentally at risk Developmentally vulnerable 2012 2015 2018 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % n % n % n % Australia 209,149 76.5 215,605 75.2 222,771 75.8 39,018 14.3 42,892 15.0 42,434 14.4 25,367 9.3 28,351 9.9 28,673 9.8

VIC 50,226 78.6 52,378 77.2 55,597 77.3 8,519 13.3 9,548 14.1 9,974 13.9 5,151 8.1 5,934 8.7 6,331 8.8

Wyndham 1,876 72.0 2,480 71.1 3,304 75.3 391 15.0 574 16.5 622 14.2 338 13.0 434 12.4 463 10.5

Hoppers Crossing 336 72.4 341 70.2 415 78.3 65 14.0 88 18.1 77 14.5 63 13.6 57 11.7 38 7.2 Laverton 20 42.6 35 61.4 23 44.2 12 25.5 13 22.8 10 19.2 15 31.9 9 15.8 19 36.5 Point Cook 438 74.9 654 70.9 909 75.8 72 12.3 151 16.4 164 13.7 75 12.8 117 12.7 126 10.5 Tarneit 350 72.6 457 66.8 680 78.1 65 13.5 113 16.5 108 12.4 67 13.9 114 16.7 83 9.5 Truganina 117 72.7 265 75.7 452 77.1 30 18.6 49 14.0 72 12.3 14 8.7 36 10.3 62 10.6 Werribee 315 70.5 341 73.5 382 74.9 72 16.1 80 17.2 81 15.9 60 13.4 43 9.3 47 9.2 Werribee South-Cocoroc 18 85.7 15 78.9 14 56.0 1 4.8 1 5.3 5 20.0 2 9.5 3 15.8 6 24.0 Williams Landing 48 80.0 68 74.7 101 71.6 10 16.7 12 13.2 24 17.0 2 3.3 11 12.1 16 11.3 Wyndham Vale 234 69.2 304 73.3 328 69.1 64 18.9 67 16.1 81 17.1 40 11.8 44 10.6 66 13.9

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Emotional maturity domain results

This domain measures children’s pro-social and helping behaviour, anxious and fearful behaviour, aggressive behaviour and hyperactivity and inattention.

Table 6.3 – Communities in context: Emotional maturity domain results at the national, state/territory, community and local community levels.

Region (including local communities) Developmentally on track Developmentally at risk Developmentally vulnerable 2012 2015 2018 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % n % n % n % Australia 213,059 78.1 218,341 76.4 225,739 77.1 38,778 14.2 43,594 15.3 42,390 14.5 20,845 7.6 23,866 8.4 24,677 8.4

VIC 50,605 79.3 52,392 77.5 55,651 77.7 8,604 13.5 9,817 14.5 10,167 14.2 4,566 7.2 5,408 8.0 5,791 8.1

Wyndham 1,926 74.4 2,562 73.7 3,341 76.5 413 16.0 601 17.3 669 15.3 250 9.7 315 9.1 359 8.2

Hoppers Crossing 340 74.1 352 72.4 397 75.2 73 15.9 90 18.5 84 15.9 46 10.0 44 9.1 47 8.9 Laverton 31 66.0 30 52.6 24 46.2 13 27.7 20 35.1 15 28.8 3 6.4 7 12.3 13 25.0 Point Cook 455 77.9 682 74.2 931 77.6 71 12.2 164 17.8 171 14.3 58 9.9 73 7.9 97 8.1 Tarneit 367 76.6 493 72.4 682 78.7 63 13.2 100 14.7 127 14.6 49 10.2 88 12.9 58 6.7 Truganina 126 79.7 267 76.9 456 78.5 21 13.3 52 15.0 77 13.3 11 7.0 28 8.1 48 8.3 Werribee 308 69.1 336 72.6 407 81.2 91 20.4 92 19.9 57 11.4 47 10.5 35 7.6 37 7.4 Werribee South-Cocoroc 17 81.0 15 78.9 15 60.0 3 14.3 2 10.5 7 28.0 1 4.8 2 10.5 3 12.0 Williams Landing 48 82.8 65 71.4 101 71.6 7 12.1 17 18.7 26 18.4 3 5.2 9 9.9 14 9.9 Wyndham Vale 234 69.4 322 77.6 328 69.1 71 21.1 64 15.4 105 22.1 32 9.5 29 7.0 42 8.8

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Language and cognitive skills (school-based) domain results

This domain measures children’s basic literacy, advanced literacy, basic numeracy, and interest in literacy, numeracy and memory.

Table 6.4 – Communities in context: Language and cognitive skills (school-based) domain results at the national, state/territory, community and local community levels.

Region (including local communities) Developmentally on track Developmentally at risk Developmentally vulnerable 2012 2015 2018 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % n % n % n % Australia 226,260 82.6 242,518 84.6 247,870 84.4 29,072 10.6 25,597 8.9 26,291 9.0 18,564 6.8 18,533 6.5 19,417 6.6

VIC 53,929 84.0 57,474 84.7 60,779 84.6 6,351 9.9 6,062 8.9 6,461 9.0 3,915 6.1 4,292 6.3 4,608 6.4

Wyndham 2,112 80.9 2,783 79.8 3,586 81.7 273 10.5 435 12.5 466 10.6 226 8.7 269 7.7 335 7.6

Hoppers Crossing 378 81.3 390 80.2 413 78.1 46 9.9 54 11.1 67 12.7 41 8.8 42 8.6 49 9.3 Laverton 32 68.1 31 54.4 35 67.3 7 14.9 17 29.8 11 21.2 8 17.0 9 15.8 6 11.5 Point Cook 495 84.6 761 82.5 1,028 85.7 53 9.1 102 11.1 107 8.9 37 6.3 59 6.4 64 5.3 Tarneit 390 80.9 556 81.4 724 83.2 44 9.1 80 11.7 78 9.0 48 10.0 47 6.9 68 7.8 Truganina 138 83.1 276 79.1 492 84.1 17 10.2 47 13.5 50 8.5 11 6.6 26 7.4 43 7.4 Werribee 344 76.4 354 76.3 396 77.5 61 13.6 64 13.8 66 12.9 45 10.0 46 9.9 49 9.6 Werribee South-Cocoroc 19 90.5 16 84.2 19 76.0 1 4.8 1 5.3 4 16.0 1 4.8 2 10.5 2 8.0 Williams Landing 49 81.7 78 85.7 114 80.9 7 11.7 6 6.6 15 10.6 4 6.7 7 7.7 12 8.5 Wyndham Vale 267 79.7 321 77.2 365 76.8 37 11.0 64 15.4 68 14.3 31 9.3 31 7.5 42 8.8

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Communication skills and general knowledge domain results

This domain measures children’s communication skills and general knowledge based on broad developmental competencies and skills measured in the school context.

Table 6.5 – Communities in context: Communication skills and general knowledge domain results at the national, state/territory, community and local community levels.

Region (including local communities) Developmentally on track Developmentally at risk Developmentally vulnerable 2012 2015 2018 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % n % n % n % Australia 204,702 74.7 219,023 76.3 227,163 77.3 44,633 16.3 43,415 15.1 42,473 14.5 24,520 9.0 24,475 8.5 24,232 8.2

VIC 49,557 77.4 53,474 78.8 57,098 79.4 9,371 14.6 9,259 13.6 9,483 13.2 5,110 8.0 5,131 7.6 5,312 7.4

Wyndham 1,907 73.3 2,526 72.4 3,229 73.6 425 16.3 568 16.3 722 16.5 271 10.4 395 11.3 437 10.0

Hoppers Crossing 346 74.6 330 67.9 368 69.4 59 12.7 91 18.7 104 19.6 59 12.7 65 13.4 58 10.9 Laverton 18 38.3 24 42.1 22 42.3 12 25.5 12 21.1 15 28.8 17 36.2 21 36.8 15 28.8 Point Cook 448 76.6 723 78.4 967 80.7 98 16.8 126 13.7 132 11.0 39 6.7 73 7.9 100 8.3 Tarneit 340 70.5 436 63.7 642 73.8 89 18.5 143 20.9 133 15.3 53 11.0 105 15.4 95 10.9 Truganina 117 72.7 257 73.4 429 73.2 26 16.1 54 15.4 98 16.7 18 11.2 39 11.1 59 10.1 Werribee 308 68.9 327 70.5 351 68.7 88 19.7 82 17.7 110 21.5 51 11.4 55 11.9 50 9.8 Werribee South-Cocoroc 20 95.2 15 78.9 15 60.0 0 0.0 2 10.5 8 32.0 1 4.8 2 10.5 2 8.0 Williams Landing 45 75.0 77 84.6 102 72.3 9 15.0 5 5.5 26 18.4 6 10.0 9 9.9 13 9.2 Wyndham Vale 265 78.9 337 81.0 333 70.3 44 13.1 53 12.7 96 20.3 27 8.0 26 6.3 45 9.5

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Vuln Vuln Results for vulnerability summary indicators

1 2 Table 6.6 – Vulnerable on one or more domain(s) and two or more domains at the national, state/territory, community and local community levels.

Region (including local communities) Vulnerable on one or more domain(s) Vulnerable on two or more domains 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % Australia 59,933 22.0 62,960 22.0 63,448 21.7 29,543 10.8 31,754 11.1 32,434 11.0

VIC 12,407 19.5 13,465 19.9 14,232 19.9 6,053 9.5 6,707 9.9 7,231 10.1

Wyndham 659 25.4 918 26.4 1,016 23.2 351 13.5 462 13.3 512 11.7

Hoppers Crossing 115 24.9 148 30.5 127 24.1 66 14.3 69 14.2 58 11.0 Laverton 23 48.9 28 49.1 32 61.5 15 31.9 18 31.6 21 40.4 Point Cook 141 24.1 208 22.6 236 19.7 63 10.8 109 11.8 122 10.2 Tarneit 124 25.7 209 30.6 200 23.0 72 15.0 117 17.2 93 10.7 Truganina 36 22.8 87 25.1 136 23.4 18 11.2 40 11.4 70 12.0 Werribee 119 26.7 124 26.7 120 23.7 63 14.1 56 12.1 57 11.2 Werribee South-Cocoroc 3 14.3 6 31.6 9 36.0 1 4.8 3 15.8 5 20.0 Williams Landing 11 19.0 21 23.1 35 24.8 5 8.3 12 13.2 18 12.8 Wyndham Vale 87 26.0 87 20.9 121 25.5 48 14.3 38 9.1 68 14.3

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Appendix 1: Critical difference estimates

The critical difference method was developed to help communities Worked example understand if the change in the percentage of children considered developmentally on track, at risk or vulnerable over time is significant. The If the community of Sometown had 56 children with a valid score in the community may have a different number of children with valid scores on social competence domain in 2015 and 81 children in 2018, then you each of the AEDC domains and summary indicators from one collection to should find the row in the correct category of developmentally on track, at another. The smaller of the two numbers should be used in the critical risk or vulnerable, that is relevant for a community with 56 children (not 81 difference table. The total number of valid instruments by each domain and children), and look at the critical difference in that row (the 40-59 children summary indicator required to calculate the critical difference have been row). included in Tables A5 and A6. Table A1 shows that Sometown would need to see a change of at least 8.0 For more information on the calculation of the critical difference, see the percentage points to represent a significant change between 2015 and 2018 in the percentage developmentally on track in the social competence AEDC technical report Calculation of the critical difference domain. ( www.aedc.gov.au/trcd ). The critical difference calculation takes into account the number of children included in the AEDC data collections and variation between teachers in the way they assess children.

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Critical difference for developmentally on track children

This table provides information on the critical difference required to indicate a significant change for communities of different sizes for children who are developmentally on track on each of the five developmental domains. Table A1 – On track critical difference percentage points for the five AEDC domains.

Developmentally on track critical difference percentage points

Community size Physical health and Social competence (%) Emotional maturity (%) Language and cognitive skills Communication skills and general (number of children) wellbeing (%) (school-based) (%) knowledge (%)

15-19 17.3 12.9 13.5 13.9 15.6 20-24 15.0 11.2 11.7 12.0 13.5 25-29 13.4 10.1 10.5 10.8 12.1 30-39 12.3 9.2 9.6 9.9 11.1 40-59 10.6 8.0 8.4 8.6 9.6 60-79 8.7 6.6 6.9 7.0 7.8 80-99 7.6 5.7 6.0 6.1 6.8 100-199 6.8 5.1 5.4 5.5 6.1 200-299 4.8 3.7 3.8 3.9 4.3 300-699 3.9 3.0 3.1 3.2 3.5 700-1,499 2.6 2.0 2.1 2.1 2.3 1,500-2,499 1.8 1.4 1.4 1.5 1.6 2,500-3,499 1.4 1.1 1.1 1.1 1.2 3,500-6,000 1.2 0.9 1.0 1.0 1.0

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Critical difference for developmentally at risk children

This table provides information on the critical difference required by domain to indicate a significant change for communities of different sizes for children who are developmentally at risk. Table A2 – At risk critical difference percentage points for the five AEDC domains.

Developmentally at risk critical difference percentage points

15-19 18.2 16.5 17.9 17.6 19.0 20-24 15.8 14.3 15.5 15.2 16.4 25-29 14.1 12.8 13.8 13.6 14.7 30-39 12.9 11.7 12.6 12.5 13.4 40-59 11.2 10.2 10.9 10.8 11.6 60-79 9.2 8.3 8.9 8.8 9.5 80-99 7.9 7.2 7.7 7.6 8.2 100-199 7.1 6.5 6.9 6.8 7.4 200-299 5.0 4.6 4.9 4.8 5.2 300-699 4.1 3.8 4.0 4.0 4.3 700-1,499 2.7 2.5 2.6 2.6 2.8 1,500-2,499 1.9 1.7 1.8 1.8 1.9 2,500-3,499 1.4 1.3 1.4 1.4 1.5 3,500-6,000 1.2 1.1 1.2 1.2 1.2

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Critical difference for developmentally vulnerable children

This table provides information on the critical difference required by domain to indicate a significant change for communities of different sizes for children who are developmentally vulnerable. Table A3 – Developmentally vulnerable critical difference percentage points for the five AEDC domains.

Developmentally vulnerable critical difference percentage points

15-19 14.8 9.9 11.9 10.9 13.2 20-24 12.8 8.6 10.3 9.5 11.4 25-29 11.5 7.7 9.2 8.5 10.2 30-39 10.5 7.1 8.3 7.7 9.3 40-59 9.1 6.2 7.2 6.7 8.1 60-79 7.5 5.1 5.8 5.5 6.6 80-99 6.5 4.4 5.0 4.7 5.7 100-199 5.8 3.9 4.5 4.3 5.1 200-299 4.1 2.8 3.1 3.0 3.6 300-699 3.4 2.3 2.5 2.5 2.9 700-1,499 2.2 1.5 1.6 1.6 1.9 1,500-2,499 1.5 1.1 1.1 1.1 1.3 2,500-3,499 1.2 0.8 0.9 0.9 1.0 3,500-6,000 1.0 0.7 0.7 0.7 0.9

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Table A4 – Developmentally vulnerable critical difference percentage points for summary indicators.

Developmentally vulnerable critical difference percentage points Community size (number of children) Vulnerable on one or more domain(s) (%) Vulnerable on two or more domains (%)

15-19 17.4 12.5 20-24 15.1 10.8 25-29 13.5 9.7 30-39 12.3 8.8 40-59 10.7 7.7 60-79 8.7 6.3 80-99 7.5 5.4 100-199 6.7 4.9 200-299 4.7 3.5 300-699 3.9 2.8 700-1,499 2.5 1.9 1,500-2,499 1.7 1.3 2,500-3,499 1.3 1.0 3,500-6,000 1.1 0.8

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Table A5 – Total number of valid instruments by domain (2012, 2015, 2018): Australia, state/territory, community and local community.

Region (including local communities) Physical health and wellbeing Social competence Emotional maturity 2012 2015 2018 2012 2015 2018 2012 2015 2018 Australia 273,922 286,913 293,894 273,534 286,848 293,878 272,682 285,801 292,806

VIC 64,061 67,871 71,892 63,896 67,860 71,902 63,775 67,617 71,609

Wyndham 2,604 3,489 4,383 2,605 3,488 4,389 2,589 3,478 4,369

Hoppers Crossing 464 486 528 464 486 530 459 486 528 Laverton 47 57 52 47 57 52 47 57 52 Point Cook 585 922 1,199 585 922 1,199 584 919 1,199 Tarneit 482 684 869 482 684 871 479 681 867 Truganina 161 350 583 161 350 586 158 347 581 Werribee 448 464 511 447 464 510 446 463 501 Werribee South-Cocoroc 21 19 25 21 19 25 21 19 25 Williams Landing 60 91 141 60 91 141 58 91 141 Wyndham Vale 336 416 475 338 415 475 337 415 475

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Table A5 (continued) – Total number of valid instruments by domain (2012, 2015, 2018): Australia, state/territory, community and local community

Region (including local communities) Language and cognitive skills (school-based) Communication skills and general knowledge 2012 2015 2018 2012 2015 2018 Australia 273,896 286,648 293,578 273,855 286,913 293,868

VIC 64,195 67,828 71,848 64,038 67,864 71,893

Wyndham 2,611 3,487 4,387 2,603 3,489 4,388

Hoppers Crossing 465 486 529 464 486 530 Laverton 47 57 52 47 57 52 Point Cook 585 922 1,199 585 922 1,199 Tarneit 482 683 870 482 684 870 Truganina 166 349 585 161 350 586 Werribee 450 464 511 447 464 511 Werribee South-Cocoroc 21 19 25 21 19 25 Williams Landing 60 91 141 60 91 141 Wyndham Vale 335 416 475 336 416 474

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Table A6 – Total number of valid instruments for summary indicators (2012, 2015, 2018): Australia, state/territory, community and local community

Number of children with valid scores (one or more Number of children with valid scores (two or more Region (including local communities) domains) domains) 2012 2015 2018 2012 2015 2018 Australia 272,282 286,041 292,976 273,275 286,616 293,619

VIC 63,584 67,670 71,671 63,889 67,812 71,828

Wyndham 2,595 3,483 4,373 2,600 3,486 4,381

Hoppers Crossing 462 486 527 463 486 529 Laverton 47 57 52 47 57 52 Point Cook 585 920 1,199 585 922 1,199 Tarneit 483 683 868 481 682 869 Truganina 158 347 581 161 350 582 Werribee 446 464 506 446 463 509 Werribee South-Cocoroc 21 19 25 21 19 25 Williams Landing 58 91 141 60 91 141 Wyndham Vale 335 416 474 336 416 475

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Appendix 2: Additional resources

A variety of resources are available online to help you understand AEDC AEDC resources at a glance results and learn more about the scope and purpose of the program. The resources listed below are just some of those available. These can be AEDC publications accessed through the AEDC website ( www.aedc.gov.au ) or alternatively Important AEDC resources include: by clicking on the links provided. • AEDC National report 2018 ( www.aedc.gov.au/natrep18 ) Refer to the AEDC User Guides ( www.aedc.gov.au/resources/user-guides • Schools sector messages ( www.aedc.gov.au/schsect ) ) for ideas and strategies on how to respond to AEDC data and connecting • Calculation of the critical difference ( www.aedc.gov.au/trcd ) with this community. • Fact sheet library ( www.aedc.gov.au/factsheets ) Key resources to help you get the most from this - About the AEDC data collection ( www.aedc.gov.au/abtdata ) Community Profile - About the AEDC domains ( www.aedc.gov.au/abtdom ) - Definition of AEDC terms ( www.aedc.gov.au/defterm ) For detailed information on AEDC results reporting, refer to the fact sheet - Understanding community boundaries ( www.aedc.gov.au/ucb ) Understanding the results ( www.aedc.gov.au/unders ). - Understanding the results ( www.aedc.gov.au/unders ).

The fact sheet Definition of AEDC terms ( www.aedc.gov.au/defterm ) is a valuable guide that describes terminology used throughout the program. AEDC videos The AEDC Data Explorer ( www.aedc.gov.au/tables ) is a searchable • Introduction to the AEDC ( www.aedc.gov.au/vi1 ) resource that allows comparisons across years and communities. 2018 • Informing your planning ( www.aedc.gov.au/vi2 ) AEDC community data is available from March 2019. • Understanding the data ( www.aedc.gov.au/vi3 ).

Key AEDC web pages

• Resources for communities ( www.aedc.gov.au/communities/resources-for-communities ) • Communities FAQs ( www.aedc.gov.au/communities/faq-for-communities )

• AEDC community results tables ( www.aedc.gov.au/tables ) • Validation and trial of the AEDC ( www.aedc.gov.au/valid ).

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